Common Core and the 5 C*s

Download Report

Transcript Common Core and the 5 C*s

Common Core: Crosswalk for Languages

Lynn Johnston IATLC Keynote Oct. 4 th, 2013

Common Core State Standards The 5 R’s

(Reading,Riting,Rithmatic,Reasoning,Research) Literacy in History/Social Studies, Science and technical subjects Speaking and listening Math Research Higher level thinking


The Communication standard states: Students engage in conversations or correspondence in the target language to provide and obtain information, express feelings and emotions, and exchange opinions. Students understand and interpret the target language on a variety of spoken and written topics. Students present information, concepts, and ideas in the target language on a variety of topics to an audience of listeners or readers.

• • • Interpersonal-Two way communication via conversation or written exchanges Interpretive-Understanding what one hears and reads Presentational-Expressing one’s ideas in speech or writing.

• You can connect the Communication Standard to the Common Core Standards in the many ways improving interpersonal, interpretive, and presentational skills.

Communication and Common Core Examples

• • • • • • • • • • • Routines- in target language Greeting-weather C&F, target countries Survey-analyze-present Likes/dislikes-stand hand pair share, bar graph El Mercado-currency, math Family presentations-tech/writing process Weather reports-science, geography Direction skits-sequencing expository writing Continuums, 4-corners- opinions and why Fashion show Fairy Tale plays

The Greeting….. Weather F/C

What time is it in…..?


• • • What are some good survey questions?

Current issues?

Form an opinion from data!

Creating Graphs with students

• • • • • Sports and Hobbies Birthdays Favorite colors Professions How you spend your day


• The Culture standard states: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the target language. Students demonstrate an understanding of the relationship between the products and perspectives of the cultures of the target language.

Culture and Common Core Examples

• • • • • • Famous artwork Food, cooking days Celebrations holidays Sports hobbies Flags, monuments Greeting skits


• There is a great video on YouTube “What the World Eats” from the book by Peter Menzel and Faith Daluisio to get students thinking about meal customs around the world.

How much does your family spend?

“Novice Ethnographers”

Professor Sue Barry of Auburn University states in the April 2012 issue of The Language Educator “rather than telling students what to think about culture give them tools like authentic texts and videos that they can use to compare and contrast and come up with their own insights into the target culture”. I start the discussion by asking students “What is the typical American meal time?” and “How many people eat at the table with their family every night?”


• • The Connections standard states: Students reinforce and further their knowledge of other disciplines through the target language. Students acquire information and recognize the distinctive viewpoints that are only available through the target language and cultures.

This standard is a direct link to common core. Here’s how I incorporate this standard and common core in my classes.

• • • • • • • •

Connections and the Common Core Examples

Reading-children’s literature, children’s songs, Informational Text, Myths & legends Writing- The writing process Math- arroz y frijoles, graphing, math fact relays, measurements , conversions form metric, telling time, currency, story problems Science-weather in c/f Students compare climate in their own area and in the target countries. Plant and animal life cycle, recycling, environment Social studies-I made a table toppers with a country, capital and flag from countries in the target language to identify groups in the classroom for TPR and other activities. I also use the capital rock songs available on Youtube. Students create and label maps of the world in the target language. We have country maps to form partners. See

Students gather information from authentic materials such as books, newspapers, magazines, or the internet, to create short repots on topics of interest such as the Tour de France. Students learn names and locations of major countries. I recommend the capital rap fpr Spanish on

Art-Hatians landscapes, masks from the ivory coast, portraits by Guaguin,,and scenes by Watteau. Fruit Bowl paintings Music-song of the day,

Informational Text

• • • • • • • Textbooks, workbooks, samples

Reading A-Z and and

Internet Realia movie & train schedules Shopping ads, restaurant menus, etc.

Myths and Stories from other Cultures

The state mandates certain critical types of content including: 1. Classic myths and stories from around the world 2. Foundational U.S. documents 3. Seminal works of American Literature 4. The writings of Shakespeare

Pre-reading activities

• • • • • • The 5 P’s Preview Prior Knowledge Predict Purpose Pre-teach Critical Vocabulary… Context Definition Word Parts Use Imagery

During Reading

• • • • • Holding your thinking Think aloud partner practice Reciprocal Teaching Informational text structure Fictional Story line chart

Post Reading

• • • • • • • • • Reflect (revise anticipation guide, predictions) Semantic feature analysis QAR Bloom’s Higher level thinking skills Journals-D.O.D, Dialectical,Reading Logs Summarize, compare and contrast Draw, storyboard Act out , retell Exit Tickets, Luck of the Draw, 2 words


• • • • • • • • Expository and Persuasive Maps, giving directions, sequencing Compare and Contrast-holidays, houses, etc.

Summaries (delete, keep, substitute) Posters-Did you know that…French week Posters-Why study a F.L.? During registration Opinions from surveys and graph 2 facts and a lie

Writing continued…

• • • • • • Quien soy? or directed draw Pattern books… student created Valentines adjective agreement Journal topics-Carlex Poetry: hide and seek, Bio-Poems, Diamantes Dictees, dictados, dictations


• • • • • • • Bar graphs, Pie charts Surveys Story Problems with clothes, $, food, family Arroz y frijoles…..pain et fromage….buzz

White board races math facts Group number lift Scoring papers change to percent and decimal

Math continued…

• • • • • • Charting weather f/c Metric system for food, clothes Converting money Telling time 24 four clock Shapes Estimating-valentine hearts


• • • • • Weather f/c weather forecasts compare to target language countries Informational text: seasons, weather, solar system Animals, Habitats Life cycle-Hungry Catepillar Environment-Earth day posters, el hotel de basura

Social Studies

• • • • • • • • • • • Geography Capital Rock-Directed paint, color Maps-Places in the city, giving directions Cultural comparisons D’ou etes vous? Flags Nationalities ( TPR maps- sheets, commands, Jason Fritz,,..invisible map Joe Moore Informational Text in Textbook samples Gallery walk Teacher’s discovery posters Give one get one Conduct short research projects to answer a question drawing on several sources Table toppers with a country, capital and flag from countries in the target language to identify groups in the classroom for TPR and other activities. Students create and label maps of the world in the target language.

We have country maps to form partners. See


• • The comparison standard states: Students demonstrate understanding of the nature of language through comparisons between the languages studied and their own.

Students demonstrate understanding of the concept of culture through comparisons between the cultures studied and their own.

Comparisons and Common Core examples

• • • • • • • Root Words…Borrowed words- Book Pass Cognates/false cognates-silent reading Idiomatic expressions, Levels of formality Gestures-counting Compare and contrast tangible products Songs, children’s rhymes, literary works, sports Behaviors like table manners, schedules, siestas

Sports and Holidays

mon partenaire moi nous

Toy Stories

• Students make Venn diagrams to compare and contrast their room and possessions with another student. I like to show the photos taken by Italian photographer Gabriele Galimberti . His project called Toy Stories compiles photos of children from around the world with their prized possessions—their toys.

Country Experts

• In the classroom of Jean Amick, a French teacher at Kentucky Country Day School in Louisville, KY, everyone draws the name of a target language country out of a hat. This country becomes their new identity for the rest of the year. Each student becomes the classroom expert for their country on every topic addressed in class. This could include: housing, weather, time zones, school life, family life, clothing, holidays, sports, music. The students must research how the topic relates to their assigned country.

• “The approach of comparison, and particularly allowing students to research and hypothesize about the differences themselves, can get to the critical thinking that we wish to encourage” says Renate Schulz professor Emerita of German at the University of Arizona in the October 2012 issue of the Language Educator.


Students use language in and beyond school setting (school, community, study-abroad, cyperspace) • Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment Applications: Personal-travel, friendships, enrichment Professional-education, business, politics

• • • • • • • • • • •

Communities & Common Core Examples

Field Trips- Gauguin, Picasso (Reading Biographies) Performances- Zydeco (reading informational text) Internet research-Country posters, Gallery walk Did you know posters…. About culture, country Travel Brochures- Expository and persuasive Why study a foreign language (persuasive writing) Newsletter for peers in another school or parents Key pals, Skype (even in district) Students read legends, myths for pleasure Fairy tales plays (compare and contrast) National world language week trivia contests

Field Trips

• • • • • Target grants $700 Connect to novels-Agentes Secretes Picasso Informational texts Artists Bios-Gauguin-Van Gogh Seattle Center

Artist Visits

• • • SAM

Who am I?

Informational Posters

• • • • • National French Week-Did you know posters?

National World Language Week Trivia ???

Sweeps Week aka..Registration Why study a world language posters? (persuasion) WAFLT/ACTFL poster video contests AATF etc. brochures

• • Choice boards like the free example in English called “Creative Presentations” from Martina Bex at are great for motivating students to participate in the target language community.

Choices can be replaced with several possibilities such as: interacting with native speakers, visiting restaurants, museums, or ethnic festivals, reading books or magazines, listening to music, watching TV or movies, participating in sports or games, teaching the language to a younger siblings, cooking, traveling to locations where the target language is spoken, volunteering for service projects, or studying abroad. Some teachers require a certain number of out-of-class interactions as part of the grade, some for extra credit, some just provide ideas for personal enrichment. Students could keep a journal, log, portfolio, or some form of self assessment so students, teachers, and parents can see how they used the language outside the classroom.

Communities –The Lost C??

• • A Decade of Foreign Language Standards: Impact, Influence, and Future Directions, released in October 2011 states that “Communities has often been termed the Lost C”. June Phillips, Professor Emerita at Weber State University, co-directed the survey which seems to suggest world language teachers have the most difficulty teaching this standard.


• • • Importance of effective closure on retention Ideas you will use?

Other ideas?


• Lynn Johnston [email protected]

Alderwood Middle School Lynnwood, WA School # 425-431-4035